REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS

Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.

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Exploring the Writing Challenges Faced by M.Phil. and Ph.D. Scholars: A Case

Global Educational Studies Review ◽

10.31703/gesr.2021(vi-iv).04 ◽

2021 ◽

Vol VI (IV) ◽

pp. 34-41

Author(s):

Hina Iqbal ◽

Muhammad Saeed

Keyword(s):

Academic Writing ◽

English Language ◽

Qualitative Case Study ◽

Sampling Technique ◽

Structured Interviews ◽

Interactive Programming ◽

Report Quality ◽

Grammatical Errors ◽

Language Courses

Academic writing plays a pivotal role in developing research proposals. The present study aimed to explore the grammatical errors that M.Phil/PhDs scholars commit in academic writing. The present study employed a qualitative case study designed to explore the challenges in the English language faced by the M.Phil and PhDs scholars. The 20 Ph.D. and 36 M.Phil scholars were selected by busing purposive sampling technique. Data were collected by using two self-developed semi-structured interviews protocol. Thematic analysis approach was employed for data analysis. The findings revealed that all the participants reported that correct use of tenses was a big hurdle that entailed the other grammatical mistakes and reduced the report quality because all the lexical aspects are linked with these mechanics. The study recommended that English language courses be offered to postgraduate, M. Phil and Ph.D. scholars to learn the technical aspects of the language and provide students with online interactive programming.

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Book Review: Integrated Language Skills: Writing

BELTA Journal ◽

10.36832/beltaj.2021.0501.04 ◽

2021 ◽

Vol 5 (1) ◽

pp. 43-45

Author(s):

Takad Ahmed Chowdhury

Keyword(s):

English Language ◽

Language Skills ◽

Intermediate Level ◽

Learning And Teaching ◽

English Writing ◽

Language Studies ◽

Writing Skill ◽

Language Courses ◽

Teaching Of Writing

Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

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Self-access system for English language support

ReCALL ◽

10.1017/s0958344000005425 ◽

1993 ◽

Vol 5 (8) ◽

pp. 28-30 ◽

Cited By ~ 2

Author(s):

Hilary Nesi

Keyword(s):

Academic Writing ◽

English Language ◽

Language Skills ◽

First Language ◽

English For Academic Purposes ◽

Language Teacher Education ◽

Access System ◽

Dissertation Writing ◽

English Students ◽

Academic Year

In common with similar units in many other British Universities, the Centre for English Language Teacher Education at Warwick University offers support in English for Academic Purposes (EAP) for students whose first language is not English. Students newly arriving from overseas are contacted via their departments and are invited to attend classes covering a range of language skills associated with EAP. Classes are typically well-attended in the first months of the academic year, and attendance tends to fall off in the second term, although there is an upsurge in interest in certain areas, such as Academic Writing, as students become increasingly involved in assignment and dissertation writing.

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E-political caricatures-assisted cooperative learning: Disengaging EFL learners from individualistic, competitive and racial discrimination’s learning settings

Studies in English Language and Education ◽

10.24815/siele.v7i2.16492 ◽

2020 ◽

Vol 7 (2) ◽

pp. 504-526

Author(s):

Yohannes Telaumbanua ◽

Yalmiadi Yalmiadi ◽

Martini Martini ◽

Hasbi Hasbi

Keyword(s):

Cooperative Learning ◽

English Learners ◽

Digital Literacy ◽

Intercultural Competence ◽

English Language ◽

Language Skills ◽

Team Building ◽

Thinking Skills ◽

Literacy Skills ◽

Global Learning

This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

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Barriers to Speaking in English Among Maritime Students

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.l4014.1081219 ◽

2019 ◽

Vol 8 (12) ◽

pp. 5577-5584

Keyword(s):

English Learners ◽

English Language ◽

Female Students ◽

Contributing Factors ◽

Tertiary Institutions ◽

Speaking Proficiency ◽

Language Courses ◽

Oral Skills ◽

Survey Questionnaires

This study analyses the contributing factors to problems with regard to speaking in English among maritime students at two tertiary institutions in Malaysia. This study looks at five paradigms: learners’ personality, amount and quality of exposure to English, learners’ attitude, learners’ motivation, and pedagogical management of the English Language courses at the campus. The study also compares the causes of the speaking problems in English between male and female students. Survey questionnaires are distributed to 150 final-year maritime students. Data were analysed descriptively via SPSS. It is found that the main causes of the students’ speaking problems stem from the teachers’ pedagogical management of the English subjects, exposure to English, and personality which contribute moderately to the learners’ predicaments. However, motivation and attitude are identified to have contributed the least to the students’ oral skills inadequacies. Several ensuing implications for initiatives to help enhance students’ speaking proficiency in the English Language are also discussed.

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Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

10.31235/osf.io/wuq6n ◽

2021 ◽

Author(s):

Rebaz Bahadeen Mohammed Nuri ◽

Awder Raza Aziz ◽

Kochar Ali Saeed ◽

Shaiy Karwan Tofiq ◽

Soma Soran Ahmed

Keyword(s):

Social Media ◽

English Language Learners ◽

Language Learning ◽

Academic Writing ◽

English Language ◽

Negative Impact ◽

Language Skills ◽

Study Data ◽

Efl Learners ◽

Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

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Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

Arab World English Journal ◽

10.24093/awej/call7.15 ◽

2021 ◽

Vol 7 (1) ◽

pp. 202-216

Author(s):

Rebaz Bahadeen Mohammed Nuri ◽

Awder Raza Aziz ◽

Kochar Ali Saeed ◽

Shaiy Karwan Tofiq ◽

Soma Soran Ahmed

Keyword(s):

Social Media ◽

English Language Learners ◽

Language Learning ◽

Academic Writing ◽

English Language ◽

Negative Impact ◽

Language Skills ◽

Study Data ◽

Efl Learners ◽

Social Media Platforms

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EMPOWERING ACADEMIC WRITING SKILLS IN MILLENNIAL ERA: THE ROLE OF ENGLISH PROGRAM FOR BIDIKMISI STUDENTS

10.31227/osf.io/2nj8w ◽

2019 ◽

Author(s):

Sri Wahyuningsih

Keyword(s):

Qualitative Research ◽

Academic Writing ◽

English Language ◽

Language Skills ◽

Academic Literacy ◽

Writing Skills ◽

State Institute ◽

Islamic Studies ◽

English Program

This study aims at exploring how BIDIKMISI students at the State Institute for Islamic Studies (IAIN) Kudusperceive the empowerment of their academic writing skills through English programs undertaken by the campus.The study anchors in a qualitative research. Personal interviews, observation and documentation were used togather data. The result reveals that the strategies and ways of empowering academic writing cover developingcognitive skills of students by giving them academic literacy, activities of problem solving, and innovation thatwill attract them to use writing as systems of representation and communication. Another way of empoweringacademic writing done by lecturers is by collaborating to other English lecturers particularly those who teachReading in enhancing the academic writing skills of students at IAIN Kudus. Thus, the role of English programsis considerably meaningful for the acquisition of English language skills of BIDIKMISI students particularly inacademic writing skills. Furthermore, they are able to elicit a number of materials and information related toacademic writing including writing foundations, writing stages, writing elements, accuracy in writing, researchingand writing, academic reality, and articles publication. Interestingly, they are pursued to do a research and writejournal articles. This study suggests that lecturers should actively use technology and social media in millennialera such as Facebook, Blog, Instagram, and Youtube to engage students in the process of teaching academicwriting.

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The Arts, the Common Core, and English Language Development in the Primary Grades

Teachers College Record ◽

10.1177/016146811711900806 ◽

2017 ◽

Vol 119 (8) ◽

pp. 1-38

Author(s):

Christa Mulker Greenfader ◽

Liane Brouillette

Keyword(s):

Language Development ◽

Oral Language ◽

English Learners ◽

English Language ◽

Language Skills ◽

Research Question ◽

Development Program ◽

English Language Development ◽

Oral Language Skills ◽

English Speaking

Background/Context Throughout schooling, English learners (ELs) perform well below their monolingual English-speaking peers on literacy assessments, and Hispanics make up the majority of EL students in the United States. There is a strong consensus about the importance of early English oral language skills for ELs’ literacy development, yet teachers are not adequately prepared to meet the needs of these young learners. Historically, policy has not provided incentives for educators to focus on oral language development in the classroom. However, the recently adopted Common Core State Standards (CCSS) emphasize oral language skills. Purpose/Objective This study examines a professional development program that equipped early elementary teachers in five urban schools with arts-based strategies to promote the oral English development of ELs. A second line of inquiry looked at the extent to which the creative drama and dance activities were aligned with CCSS. Participants There were 3,792 K–2 Hispanic ELs (treatment: N = 497; control: N = 3,295) from Title I schools in a large school district in California. Intervention The Teaching Artist Project (TAP) was a two-year K–2 arts and literacy professional development program consisting of 28 weekly 50-minute lessons (14 theater and 14 dance). The project provided classroom teachers with in-service training on utilizing movement, gesture, and expression to promote stimulating English verbal interactions. TAP was specifically intended to engage non-native English speakers in classroom dialogues, facilitating their oral English development. Research Design This study utilized a mixed methods design. To address the first research question, schools were randomly assigned to treatment and control groups. Multiple regressions were run on data from the California English Language Development Test (CELDT) to investigate the impact of the program on the English speaking abilities of K–2 Hispanic English learners. To address the second research question, document review was used to compare the K–2 CCSS speaking and listening standards and the TAP lesson plans. Findings The treatment group was found to significantly outperform the control group (β = 0.13; p < 0.05) on CELDT speaking scores. Additional review suggested that the performing arts activities corresponded well to the CCSS speaking and listening standards. Conclusions/Recommendations Creative drama and dance activities provide rich verbal classroom interactions, boost English oral language skills of ELs, and align with the CCSS. Yet concerns are raised about the lack of speaking assessments on tests created by the Smarter Balanced and PARCC consortiums and the potential subsequent distortion of K–2 instruction.

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The use of MOOCs in learning English: Rwaq as an example: مدى استفادة المتعلمين من منصات التعلم الإلكترونية في تعلم اللغة الإنجليزية – رواق نموذجاً

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.l060419 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Sultan Saleem Althubaiti , Ahmad Zaid Almasaad

Keyword(s):

English Learners ◽

English Language ◽

Education Level ◽

Knowledge And Skills ◽

Language Tests ◽

Number Of Factors ◽

Gender Education ◽

Language Courses ◽

Open Courses ◽

Learning English

This study aimed to examine how effective using MOOCS in learning English, and how a number of factors, such as age, gender, education level, occupation and number of courses taken, can influence this effect, if any. In particular, this study sought to answer the following question: To what extent the use of MOOCS can enhance English learning? A number of English learners (n = 336) were recruited from an online English course initiative (English Mastery) at Rawq (An Arabic online platform offering open courses). Two sets of questionnaire were distributed among the learners. The first set was designed to obtain some demographic information from the participants (age, gender, education level, occupation, and number of Rwaq English Mastery courses taken). The second set contained 33 items designed to examine whether the learners benefited from the offered online English courses in terms of both: knowledge and skills. The results indicate that the use of the online English courses provided by the English Mastery Initiative at Rawq was effective in increasing the learner’s knowledge and skills of the English language. The factors age, gender, education level, and occupation were found not to have any effect on the results. Only the number of online courses taken was found to be effective in enhancing the learners’ knowledge and skills of the English language (from 3 to five courses). The study recommends the following: 1) online English language courses at Rwaq should be increased in number, 2) Rwaq should survey English leaners’ needs before offering their courses, 3) Rwaq should offer courses specialized in training English learners for taking standardized English language tests (e.g., IELTS, TOEFL, STEP), and 4) Saudi Universities should have their own MOOCs.

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